Perceptions of Developing Cultural Awareness of First-level High School Arabic Language Learners by Hammami Nabila;Esmail Ashraf; & Ashraf Esmail

Author:Hammami, Nabila;Esmail, Ashraf; & Ashraf Esmail
Language: eng
Format: epub
ISBN: 1652174
Publisher: UPA

As the researchers, we were the only ones implementing the interviews (Creswell, 2003, 2007). To implement an interview is to actually make sure that the tape recorder is working properly, that we would ask the interviewee one question at a time, that we stay in control of the interview but neutral in order to eliminate any biases, and that we provide transition between the topics discussed. We also used an Interview Protocol for recording information during the interview. The Protocol included “a heading, instructions to the interviewer, the key research questions, probes to follow key questions, transition messages for the interviewer, space for recording the interviewer’s comments” (Creswell, 2003, p. 190). Creswell (2007) and Turner (2010) also advised researchers to construct questions in order to avoid misunderstandings and to prepare follow-up questions or prompts so that optimal and detailed responses are obtained.

Additionally, conducting a successful interview demands accuracy on the part of the researcher and the participants. As mentioned earlier, all the interviews were tape recorded to maintain clarity and accuracy of the conversations as well as to allow us to give our undivided attention to the interview itself. Also, we complemented the data with field notes during the interviews in order to record the participants’ facial expressions and gestures. These notes, as Creswell (2003, 2007) assured, helped us to keep track of the guiding questions that were addressed and see where we would go next with the interview. The teachers were assured that they could stop the recording to change, modify, or skip questions, or delete answers if they so desired.

The interviews consisted of specific questions prepared ahead of time as well as questions that were not predetermined because the study was designed to comprehend in depth how teaching Arabic culture to first-level Arabic language learners was experienced by each informant. Hatch (2002) noted that “although researchers come to the interview with guiding questions, they are open to following the leads of informants and probing into areas that arise during interview interactions” (p. 94).

While it was true that we, as researchers, considered sharing our own personal experiences as a starting point, we were also “concerned about saying something about reality ‘as such’” (Levering, 2006, p. 456).

Measures for Ethical Protection of the Participants

Conducting qualitative research in an ethical manner made the current research a worthy one; the research depended largely on the researcher’s own ethics and values, especially during the collection of data and the dissemination of the findings (Merriam & Associates, 2002). Respecting the participants’ feelings is not only an ethical responsibility but also “an ethical imperative,” as Hatch (2002, p. 66) put it. In this study, what the teachers said or expressed remained true because, as a qualitative researchers, we “can do no other but take what people say and think very seriously” (Levering, 2006, p. 457).

Before collecting data, we sought approval for this study from the school district’s Office of Assessment and Evaluation, the two high school principals. We also ensured that the teachers’ consent forms were signed and returned to us.

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